alignment of iranian eap programs with critical principles: an exploration of educator perspectives

This qualitative study explores the perspectives of iranian eap educators regarding the alignment of the country’s english for academic purposes (eap) curriculum with principles of critical english for academic purposes (ceap). it also examines the changes these educators propose for the programs to better prepare the students for their professional goals. semi-structured interviews and life history narratives were collected from eight university eap instructors. thematic analysis identified misalignments between iranian eap and the tenets of critical eap including empowerment and holistic development. iranian curriculum defined eap goals around content learning and exams, neglecting broader development of critical thinking and problem-solving, and identity formation essential for professionalization.  the eap curriculum was incoherent, marked by inconsistent stakeholder goals, varied teaching methods, and insufficient involvement of instructors and learners in curriculum design.  additionally, the national eap curriculum employed a dehumanized pedagogy, focusing on decontextualized grammar rules while neglecting to incorporate learners’ backgrounds, knowledge, and strengths. proposed changes include broadening objectives beyond content, enhancing curriculum coherence through collaboration, and humanizing instruction to nurture well-rounded professionals.  the findings provide valuable insights to better align iran’s eap programs, teaching practices, and educational policies with the goals of critical eap.